Chapter 5: Interpreting Fractions In The Classroom

Good knowledge and understanding of mathematics is essential for people to be able to function effectively in their personal, social and working lives. Mathematics is an essential tool for learning life skills and plays an important role in student’s educational outcomes and career prospects. This essay will explore specific concepts

Reflective Reading Response In the chapter, “Equal Sharing Problems and Children’s Strategies for Solving them” the authors recommend fractions be introduced to students through equal sharing problems that use countable quantities because they can be shared by people or other groupings. In other words, quantities can be split, cut, or divided. Additionally, equal sharing problems assist children to create “rich mental models “for fractions (p.10).

Rational Number Assessment Charizma Laughton Australian Catholic University Teacher report on your student’s Rational Number Knowledge and any misconceptions (300 words) Montana demonstrated a number strategies and skills throughout the rational number interview. She used appropriate language when referring to fractions. For example, “two thirds” rather than “two over three” and she was able to divide 3 pizzas equally between 5 people using a partitioning method (cut/divided the 3 pizzas into 5 equal pieces and shared 1/5 a pizza 3 times between the 5 girls). She was also successful in identifying which decimal was larger when given a choice between two. For example, selected 0.87 being larger than 0.087 because ‘the number closest to the decimal point is larger – 8 is larger than 0’.

Learning Plan: This is a 1-2 day lesson. The students will be working in small groups of 4. Each group will be using the same manipulatives at the same time and completing similar task. The task will be differentiated based in the student’s level. This

New and Exciting Math: Building Blocks Math is all around us. Everywhere you go there is some sort of math involved consciously or subconsciously. Even though math is all around us, and everything we do involves math, I myself must say I dislike math. Research has shown there are many more people that dislike math compared to those who do like it. A survey done by a nonprofit organization named Change the Equation asked 1,000 middle school kids in 2010 whether they would prefer to eat broccoli or do one math problem, surprisingly more than half answered they would eat broccoli. Throughout the years, there have been many different strategies created on how to introduce and/or teach math to children.

In math we are supposed to learn or memorized plenty of formulas and compute them. In the video Why is Math Different Now by Dr. Raj Shah he talks about “how in math we give children standard algorithms, but we don’t understand where these numbers are coming from” (Shah). He provides an example by using two digit numbers multiple by two digit numbers. In this example he is saying how children do not understand the place values and where the extra zero is coming from, but in this new way of doing multiplication it shows the place values and where the zeros are coming from. This helps children understand the problem and not just getting the right answer like we have been doing in the past. The old method does not let students think freely or creatively. This approach helps children understand the number and just not worry about getting the right

Objective: Students will understand and explain the effects of addition and subtraction of fractions with like denominators. Students will be able to read and understand a word problem and determine what operation, adding or subtracting, the word problem is asking and be able to complete the operation correctly.

Reflection Paper on Last Time at Lou Henry Elementary 1. Describe in detail your game and how all children worked through it.’ The first game we played was the Roll-N On Place Value, and we tried to make the biggest number. Each time Bobby would write the number down he kept turning

Learning about the long and tiresome process of transforming ordinary fractions into decimal fractions has made me realize how much I had taken for granted using calculator for the past decade. There are downsides to relying more on the calculator than relying on “old-fashioned” mind. “Patterns as Aids” becomes a problem when a student follows rules without understanding and calculates large numbers mentally using tricks but fails to understand the purpose of the processes or steps. Therefore it is better to understand less but thoroughly, than to be an expert in memorizing tricks and rules without any understanding. Principles must be taken apart, and each ingredient learned and taught individually. When something sounds hard or difficult, it usually means we did not break the problem into portions. Often I take for granted and overlooked simple aspects of math that I automatically perform. This book also mentions the importance of using word

Christie, was working within the Number and Christie worked 1:1 with a small group using concrete materials (strips of the chocolate bar) to illustrate and elaborate on the concepts of whole and parts of and comparing the two (ACARA, n.d.–b). Student’s gained ‘hands-on’ experience while Christie asked probing questions to encourage the students to relate the learning objective to their experiences and to assess their understanding of connecting number representations, partitioning and representing unit fractions while using language which reflects the Year 3 general capabilities and understanding proficiency strand. At the end of the group time the class reflected on the lesson. Christie engaged peer sharing by encouraging students to share number stories to show real life links and context to further check for understanding

This multi-phase learning project is intended to provide incremental instruction in various aspects of numeracy for students who possess the fundamentally capabilities associated with their educational functioning but are innumerate when attempting to apply these fundamental abilities to the dominion of fractions, decimals, ratios and proportions. Goals of the learning project include but are not limited to the following:

Question one requires students to find 1/6 on a number scale from zero to one. The question links to the Year 5 mathematics, fractions and decimals strand, Compare and order common unit fractions and locate and represent them on a number line (ACMNA102) (Australian Curriculum, Assessment & Reporting Authority, n.d.). Students who have met this strand should be able to successfully locate 1/6 on the number scale and give the correct answer, A. Those students that answer D may hold the idea that fractions are whole numbers (Reys et al. 2012). Looking at the denominator and not taking in the consideration that the fractions are numbers, students will think of 1/6 as 6 and choose the answer furthest away from zero. To help students over come this

Mathematics and Numeracy Mathematics and numeracy are vital components of everyday life and are intertwined within our natural world. Combined, they are used to solve problems, conceptualize how things work, describe why certain patterns appear in nature and to help us manage day to day activities. Mathematics can be used to explain the phenomena of our natural world and how the world around us is built while numeracy is the ability to confidently use mathematical skills to solve problems and contribute to society. While they work interchangeably, there are key differences within the two which will be discussed later in the essay. As a future educator, it is imperative that maths and numeracy are understood in a real-world context so that students

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

Premise: This is a 30-minute lesson designed for a 5th grade maths class mastering to multiply the usage of fractions is some thing students learn at the beginning of sixth grade, but is a great manner to check department and pictorial representations of mathematics.